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A is for Average

A is for Average. Based on work by Dr Helen Street, Andrew Martin and Daniel Pink. Intrinsic vs extrinsic rewards. “if, then” versus “now, that” rewards. Extrinsic motivation . Human beings have three basic drives: Survival To seek rewards and avoid punishment A higher purpose.

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A is for Average

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  1. A is for Average Based on work by Dr Helen Street, Andrew Martin and Daniel Pink

  2. Intrinsic vs extrinsic rewards “if, then” versus “now, that” rewards

  3. Extrinsic motivation Human beings have three basic drives: Survival To seek rewards and avoid punishment A higher purpose. The motivation systems that developed from the work of Pavlov and Watson don’t recognise the third drive. Particularly suited to an industrialised school and work environment, where an algorithmic rather than creative process was required.

  4. Crazy rewards • A focus on outcomes leads to a loss of interest in the process • An unhealthy need of approval • Moments of elation amidst the life of discontentment (conditional goal setting). • Extrinsic rewards are addictive - there becomes a need for greater and greater rewards if it isn't working, increasing the dose – this leads to A’s becoming average. Crazy stickers and average A's = reduced intrinsic motivation • Promising someone a reward when they seem demotivated is like giving someone who is thirsty salt water. • Creates an outcome focus - loss of autonomy, loss of control, loss of choice, loss of attention on process.

  5. It’s just like a punishment • For every winner there are far more losers • For every winner the pressure to win again increases. There are links to depression vulnerability - fame, fortune and feeling down.

  6. But • Rewards create compliance and control • obedience • a love of rewards (as long as they increase) (but demotivates the child) • They say to the child 'I have power over approval or disapproval of you' and this kids push against • Extrinsic rewards create competition.If you deprive children of self determination you deprive them of motivation.

  7. Intrinsic motivation • http://www.youtube.com/watch?v=u6XAPnuFjJc • http://www.youtube.com/watch?v=VGrcets0E6I • Based on the work of Harry Harlow and Edward Deci.

  8. Intrinsic rewards • Help develop meaning, skills advancement, fun, self – enhancement • leads to motivation for learning - to discover the reward and meaning of the task • Learning to enjoy the process of learning rather than the reward/outcome.

  9. Intrinsic motivation • Life satisfaction • Autonomy • Positive social relationships • A love of ongoing learning • Task persistence • Better performance • Cooperation • Compliance.

  10. How can we help kids to become intrinsically motivated? • Build positive relationships • Provide a safe environment • Develop collaboration with the students • Allow autonomy (choice) • Increase task engagement (interesting tasks).

  11. Positive relationships • Teacher wellbeing • effective communication (taking an interest in the individual, listening, being genuine, empathy and compassion).

  12. Safe environment • Emotional safety, connections with others, intimacy – permitting the opportunity to express true self. • Freedom from failure • Promoting PB’s.

  13. Engaging students • Challenge and skill development • clear achievable goals • ongoing feedback • Structure • meaning and value.

  14. The three essential elements of Intrinsic motivation • Autonomy – the desire to direct out own lives • Mastery – the urge to get better and better at something that matters • Purpose – the yearning to do what we do in the service of something larger than ourselves.

  15. Autonomy • Autonomy is different from independence. It means acting with choice - being autonomous and happily interdependent with others. • Control leads to compliance; autonomy leads to engagement. • The four essentials of Autonomy – • Autonomy over task • Autonomy over the way time is used • Autonomy over the technique used for solving problems • Autonomy over choice of team.

  16. Mastery • Mastery is the desire to getter and better at things that matter. Solving complex problems requires an inquiring mind and the willingness to experiment one’s way to a fresh solution. • There is an optimal moment of engagement – flow. In flow goals are clear. In flow the relationship between what a person had to do and what he could do was perfect. • The task is not too easy and not too difficult, it is Goldilocks. • The three laws of mastery: • Mastery is a mindset • Mastery is pain (perseverance and passion for long term goals) • Mastery is an asymptote (a straight line that a curve approaches but never quite reaches).

  17. Purpose • Purpose provides a context for Autonomy and Mastery. • Autonomous people working towards mastery perform at a very high level. Those who do so in the service of some greater objective can achieve even more.

  18. Questions • Describe a time recently when you’ve experienced “flow”. What were you doing? Where were you? How might you tweak your current classroom practice to bring on more of these optimal experiences in students? • What do you do to intrinsically motivate students? • What can you do to intrinsically motivate students?

  19. Truly successful students do not learn to love rewards they love to learn.

  20. http://www.lifelongachievement.com/

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